I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
X
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program School of Theatre & Dance
Course #
U DANC 360LX
Course Title
World Dance
Prerequisite
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor Requestor
Phone / Email
Karen Kaufmann
x2870
karen.kaufmann@umontana.edu
Michael Monsos
Dr. Stephen Kalm
Date
Program Chair Director
Dean
III. Type of request
New
One-time Only
Renew
Change
Remove
X
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
World Dance provides critical study and analysis of aesthetics, cultural emblems, politics, and belief
systems of world peoples through dance. This course uncovers the diverse ways in which dance is used
worldwide: as a vehicle for religious practice, a source of political power, a form of cultural identity and
ritual, an expression of gender, a form of entertainment, a celebration, and most importantly, a way in
which all peoples are universally connected. Through the investigation of the political, sacred, and social
functions of dance, this academically rigorous course enables students to recognize dance as a reflection
of a culture’s aesthetics, history, and belief systems. Scholarly practices are exercised, including
extensive research, writing, analysis, assimilation and critique. As students assess the role of dance
within non-Western and Western cultural traditions, World Dance fulfills both the Indigenous & Global and
Literary & Artistic Studies general education requirements.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Indigenous and/or global courses will
Through studying and contrasting the dances of
familiarize students with the values, histories,
diverse world cultures, students learn about the
and institutions of two or more societies
values of its people and the cultures history and
through the uses of comparative approaches.
belief systems.
Indigenous perspective courses address the
Through viewing videos and reading about the
longstanding tenure of a particular people in a
sacred and social functions of particular dance
particular geographical region, their histories,
forms, we learn about indigenous cultures. These
cultures, and ways of living as well as their
dances are a direct reflection of a culture’s
interaction with other groups, indigenous and
identity, their ways of living, and their interactions
non-indigenous.
with (or isolation from) other cultures.
Global perspective courses adopt a broad focus World Dance was developed from a global
with respect to time, place, and subject matter
perspective since it was first initiated. The
and one that is transnational and/or multimulticultural perspective investigate dance from
cultural/ethnic in nature. Whether the cultures
past historical periods as well as contemporary
or societies under study are primarily historical times exploring political, social, and sacred
or contemporary, courses investigate significant functions of dance culturally and in specific time
linkages or interactions that range across time
periods.
and space.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Upon completion of a course in this perspective, Through viewing, discussing, and analyzing
students will place human behavior and cultural dances such as Bhratha Natyam, dances of the
ideas into a wider (global/indigenous)
Whirling Dervish, Japanese court dances,
framework, and enhance their understanding of
capoeira, and Chinese traditional dances (among
the complex interdependence of nations and
others), students enhance their understanding of
societies and their physical environments.
the complex interrelationship of societies and
identify similarities and differences in world
cultures.
Upon completion of a course in this perspective, As students research several cultures and read
students will demonstrate an awareness of the
about and hear presentations from others, they
diverse ways humans structure their social,
are able to demonstrate through verbal, written,
political, and cultural lives.
and often kinesthetic modes the diverse ways
human structure their social, political and cultural
lives.
Upon completion of a course in this perspective, This course provides students with the ability to
students will analyze and compare the rights and analyze and compare the social, political and
responsibilities of citizenship in the 21st century cultural rights of our world peoples. Comparisons
including those of their own societies and
with Western contemporary culture illuminate the
cultures.
said culture’s history and time period as well as
our own culture and society.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
World Dance is a survey course that introduces students to a breadth of purposes for which one might
dance in cultures worldwide. No previous experience with dance technique, cultural inquiry, anthropology,
or dance history is necessary to take this course. The course does, however, necessitate extensive
reading, inquiry, research, writing, communication skills, discussion skills, and presentation skills that are
best suited to advanced students of the 300 level.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
DANC 360LX World Dance
University of Montana School of Theatre and Dance
T/R 9:10-10:30 AM PARTV 005
Autumn 2013
Instructor:
Office:
Email:
Hours:
Professor Nicole Bradley Browning
PAR/TV 185, x2682
nicole.bradleybrowning@umontana.edu
M/W: 10:40-11:40, T: 10:45-11:45
COURSE DESCRIPTION
The study of dance, a universal art found in all human societies, is reflective of cultural history,
aesthetics and belief systems. To more completely comprehend dance of diverse cultures, students will
study the societies and time periods from which the dances evolved. Through this investigation, students
will better understand dance as: an emblem of cultural identity, social order, power and gender-specific
behavior; an expression of religious worship and/and or ritual; a classical art form; and as a medium for
personal expression in western and non-western cultures.
COURSE OBJECTIVES
1. To enhance one’s understanding of the various political, social and sacred functions of dance
cross culturally and through specific time periods.
2. To increase one’ knowledge of history and events relative to the development of dance in
western and non-western cultures.
3. To provide emerging dance artists with sources of inspiration which exemplify physical,
intellectual and emotional qualities of dance.
4. To introduce and exercise scholarly practices in dance including: research, synthesis and
writing.
INSTRUCTIONAL METHODS
This course stimulates active learning through movement, lecture, discussion, reading, research, writing,
dance viewing and presentations.
RECOMMENDED TEXT
Gerald, Jonas. Dancing: The Pleasure, Power, and Art of Movement
Albright and Dils. Moving History/Dancing Cultures: A Dance History Reader
Selections from these texts will be available for assigned readings on Moodle, as will additional reading
materials. It is each student’s responsibility to access online readings. Additional articles may be made
available in the form of class handouts. Students are required to take notes for this course albeit
electronically or via hardcopy.
COURSE REQUIREMENTS
1. Attendance, participation in class discussion and completion of reading assignments and quizzes
at the discretion of the instructor.
2. It is expected that students view as much “live” dance as possible. Students are required to
attend 3 performances.
3. A midterm and final exam will test assimilation and understanding of material assigned through
readings and lecture. Generally this exam is designed as a take-home exam, available on
Moodle. Questions may include: factual information, historical analysis and cultural
interpretation.
4. A final project and paper are required on a subject approved by the instructor. To aid the
research process, each week (for a period of three weeks) a three-page paper summarizing
progress, materials gathered and creative thoughts on the subject will be submitted. The threepage papers must include at least 3 separate sources that can range from books and magazines,
on-line journals and films to interviews, videos, paintings and sculptures. Students are required
to use books as resources for this study. Strict attention must be given to quotes and footnotes
for each progress paper. These progress papers will be submitted electronically to the instructor.
A final project honoring a culture is a critical part of the research project. This practicum part of
the project may involve students choreographing and/or performing a dance or leading the class
through a choreographed group dance that exemplifies and teaches about the culture through the
basic elements of movement: body, space, time and energy. The first progress report will be
submitted to the instructor for research subject approval and evidence of support materials, a
peer will review the second, and the third will be submitted to the instructor for grade. If the
student is seeking an Area of Permissive Specialized Competency in Dance, then this final
project MUST research a dance of Native American culture.
5. Information Literacy: As part of this course, students are provided the opportunity to receive a
special topics course at the Mansfield Library that introduces the responsibility of contemporary
university students to thoughtfully discriminate information relative to her/his research in
academia and in this case, dance. The Association of College and Research Libraries' (ACRL)
Information Literacy Competency Standards for Higher Education provide a set of information
literacy standards, performance indicators, and outcomes that serve as the basis for assisting
learners to master content and extend their investigations, to become more self-directed, and to
assume greater control over their own learning.
6. GRADING
• Attendance, class participation (in discussion and movement exploration!), quizzes
25%
• Attendance to Dance Concerts
15%
• Midterm Exam
10%
• Progress Reports (3)
15%
• Final Project and Paper
30%
• Final Exam
10%
* Important note: Two absences are permitted during the semester. Each additional absence warrants a
lowering of your grade 1/3 letter point (i.e. A becomes A-).
Academic Misconduct and the Student Conduct Code
All students must practice academic honesty. Academic misconduct is subject to an academic penalty
by the course instructor and/or disciplinary sanction by the University. All students need to be familiar
with the Student Conduct Code. The Code is available for review online at
http://life.umt.edu/vpsa/student_conduct.php.
All Theatre & Dance students must have an in-depth knowledge of the practices and procedures
outlined in the School of Theatre & Dance Student Handbook. The Handbook is available online at
http://www.umt.edu/theatredance/about/handbook.
There is inherent risk involved in many Theatre & Dance classes as they are very physical in nature.
Please proceed through class, shop time, or rehearsal with caution. Always be mindful of your personal
safety and the safety of others. Students participating in class/shop/rehearsal/performance do so at
their own risk.
Due to safety considerations, at no point during a student’s time spent in class or serving on a
production (in any capacity) should non-enrolled persons be guests of that student without my
consent. Presence of such unauthorized persons in a class, shop, or any backstage/off-stage area will
negatively affect a student’s grade.
Students with disabilities may request reasonable modifications by contacting me. The University of Montana
assures equal access to instruction through collaboration between students with disabilities, instructors, and
Disability Services for Students (DSS). “Reasonable” means the University permits no fundamental alterations
of academic standards or retroactive modifications. For more information, please consult
http://life.umt.edu/dss/.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.